• topic;
  • theoretical;
  • sociocultural;
  • sociolinguistic;
  • critlit;
  • linguitics;
  • digital;
  • popular;
  • ICT;
  • new;
  • analysis;
  • methodology;
  • mixed;
  • qualitative;
  • policy;
  • learner;
  • adolescence;
  • early adolescence;
  • childhood;
  • college;
  • type;
  • article

From theeditors' introduction: “When we invited Margaret C. Hagood, Kevin M. Leander, Carmen Luke, Margaret Mackey, and Helen Nixon to participate in the project, we asked them to respond to a series of questions that we had brainstormed as possible starting points. Following a round of e-mail exchanges in which the NDR authors responded to these questions and raised issues that were integral to their own work on media literacy and online literacy studies, we asked them to frame their individual contributions around the following issues: What theoretical or disciplinary perspectives might facilitate moving the field forward in studies of media and online literacies? That is, where do we need to be headed in terms of research on this topic? Is there a need for specialized methods or tools for collecting and analyzing data in studies of media and online literacies? Why or why not? What are the cultural, political, and economic policies in your respective parts of the world that are influencing how practitioners might respond to research on media and online literacies? That is, who would care if you did (or did not) inquire into this topic?… In a subsequent series of e-mail exchanges among the authors and editors, it became apparent that there was interest in offering a parallel, but elaborated, version of this particular NDR feature through RRQ online. The hypertext/hypermedia capabilities of RRQ online allow the current NDR authors to link to the Web and to expand the ideas they generated in the printed piece.”